The Guiding Principle

1. The Academic AuditA Process of Continuous Quality ImprovementTBR Office of Academic AffairsFall 2011 TBR Academic Affairs

2. The Guiding Principle Quality is not an act, it is a habit. Aristotle Greek Philosopher, Scientist and Physician (384 BC-322 BC) TBR Academic Affairs

3. Academic Audit BackgroundA Brief History • Initiated in the 1980s in United Kingdom to focus on quality of teaching in research universities • Led by Dr. William Massey of Stanford University and the Jackson Hole Higher Education Group • Applied globally in New Zealand, Sweden, & Hong Kong • Adapted by the University of Missouri system in 2002 • Piloted in the Tennessee Board of Regents system in 2004 by Dr. Paula Myrick Short, Vice Chancellor for Academic Affairs, and 14 of 19 institutions • Used system-wide for performance funding and in support of institutional effectiveness in the TBR 2005 – present TBR Academic Affairs

4. Academic Audit in the TBR System260 programs audited from 2004 - 2011 47 programs scheduled for 2011-12

5. Academic Audit Recognition 2008 Leveraging Award: Honorable Mention to the TBR Academic Audit Initiative bestowed by the National Consortium for Continuous Improvement in Higher Education TBR Academic Affairs

6. The Academic Auditand Institutional Effectiveness • 3.3 Institutional Effectiveness • 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: • 3.3.1.1 educational programs, to include student learning outcomes TBR Academic Affairs

7. The Academic Auditand Performance Funding • Accepted by THEC since 2005 as a means of program evaluation for non-accreditable degree and certificate programs • PF Summary Sheet provides the program’s score, which is computed into the PF formula • New for the 2010-2015 cycle: Follow-up to previous Academic Audit criteria TBR Academic Affairs

8. What is the Academic Audit? A faculty-driven model of ongoing self-reflection, peer feedback, collaboration, and teamwork based on structured conversation to improve educational quality processes in teaching and learning … and hence student success. William Massy TBR Academic Affairs

9. Academic AuditUnderlying Quality Principles • Define quality in terms of OUTCOMES • Focus on PROCESS • Work COLLABORATIVELY • Base decisions on EVIDENCE • Strive for COHERENCE • Learn from BEST PRACTICE • Make CONTINUOUS IMPROVEMENT a priority TBR Academic Affairs

10. Academic Audit Components • The Self Study – fall semester • The Self Study Report – due January 31, 2012 • The Auditor Site Visit – March 19 – April 20 • Implementation of Initiatives – ongoing TBR Academic Affairs

11. Conducting the Self Study • Form Self Study Team & identify Leader • Assign key roles - focal area responsibility • Set schedule with due dates • Identify Stakeholders • Select sources of evidence • Nominate peers for Auditor Team TBR Academic Affairs

12. Conducting the Self Study • Hold conversations among faculty, stakeholders and students around focal areas • Draft self study report • Prioritize improvement initiatives • Finalize self study report • Complete Appendices [one may be links] • Send to TBR: by Monday, January 31, 2011 TBR Academic Affairs

13. The Self Study Process Organization by Focal Area • Learning Objectives • Curriculum and Co- Curriculum • Teaching and Learning • Student Learning Assessment • Quality Assurance TBR Academic Affairs

14. Guiding Questions for Focal Area 1: Learning Objectives • What do we want our students to know AND why? • How do we determine what our students should understand and demonstrate (student learning outcomes) for courses and our program of study as a whole? • What processes are in place by which we regularly evaluate our Learning Objectives? TBR Academic Affairs

15. Guiding Questions for Focal Area 2: Curriculum and Co-curriculum • What processes do we follow to assure that our curriculum is coherent (sensibly sequenced)? • What activities beyond the classroom do we promote to reinforce our curriculum? TBR Academic Affairs

16. Guiding Questions for Focal Area 3: Teaching & Learning • What do we do collaboratively to improve our teaching? • How do we connect with our students to be assured that learning is taking place? • How do we identify and share best practices in the teaching of our subject? TBR Academic Affairs

17. Guiding Questions for Focal Area 4: Student Learning Assessment • Do our assessments of student learning measure student mastery of our learning objectives? [course AND program] • How do we use assessment data to improve teaching and learning? TBR Academic Affairs

18. Guiding Questions for Focal Area 5: Quality Assurance • What college-wide and program-wide practices promote quality in teaching and learning? • What college-wide and program-wide services and resources promote quality in teaching and learning? TBR Academic Affairs

19. The Self Study Report • Introduction • Overall Performance • Performance by Focal Area • Potential Initiatives • Matrix of Improvement Initiatives • (for 2nd time programs) – Follow-up report • Appendix TBR Academic Affairs

20. Self Study Report: Introduction organizational profile • Brief History • Role & Scope – purpose/mission • Demographics • Distinguishing characteristics • How self-study was performed TBR Academic Affairs

21. Self Study Report: Overall Performance • Executive summary • Strengths • Key Findings TBR Academic Affairs

22. Self Study Report: Performance by Focal Area • One to three pages on each Focal Area • Keep impersonal [“anonymous”] • Cite strengths in that area especially the processes in place that help assure quality • Include one or two illustrative examples or anecdotes • Identify potential areas for improvement TBR Academic Affairs

23. Self Study Report: Potential Initiatives • Respond to all opportunities for improvement identified in report • State goals to demonstrate how improvement in this area would positively enhance student learning TBR Academic Affairs

24. Self Study Report: Matrix of Improvement Initiatives • Who has responsibility for implementation? • Who will participate in the initiative? • When will work begin on the initiative? • How long will implementation take? • Who and how will you chronicle results? • How will results be used? TBR Academic Affairs

25. Self Study Report: Appendix • Select the most relevant and helpful additional information • Limit hard copy Appendix to ten (10) pages [more for graduate programs] • Check accuracy of each web page link provided TBR Academic Affairs

26. The Auditor Team Review Process • Two to four member team of peers from TBR institutions or other institutions • The team reviews the Self Study Report & Appendices then forms guiding questions • One day on-site visit including conversations with Faculty and Students • Immediate Feedback – oral report by the team on day of site visit (exit session) • Written report submitted by team TBR Academic Affairs

27. Academic Audit Resources • For in-depth discussion of the Academic Audit concept, process and TBR pilot: Academic Quality Work: A Handbook for Improvement (JB - Anker Series, 2007) by William F. Massy, Steven W. Graham, & Paula Myrick Short ISBN 978-1-933371-23-8 For additional information contact: Dr. Randy Schulte Assistant Vice Chancellor for Academic Affairs 615-365-1505 FAX 615-366-3903 randy.schulte@tbr.edu TBR Academic Affairs